In this study, it was primarily aimed to determine the grammar anxiety of Turkish teacher candidates and to examine them in terms of gender, age, grade level, academic grade average and weekly book reading. This research is a a quantitative study, designed with the relational research model, which is a research model that aims to determine the degree of change of two or more variables together. The research was carried out using the convenient sampling method, which is one of the random sampling methods. The sample of the research consisted of 320 undergraduate students studying at different grade levels in the Department of Turkish Language Teaching and Department of Literature at the Faculty of Arts and Sciences. In the data collection process, Grammar Anxiety Scale (GAS) developed by Ekinci-Çelikpazu and Taşdemir (2022) was used. In the analysis of the data, the significance between the DBIS score and the gender variable was examined with the independent groups t-test. Classification accuracy of students’ academic grade point average, GAS score and age variables according to grade level were examined with Discriminant Analysis, and the significance between the number of books read per week and GAS score, academic grade point average and age variables were examined with Discriminant Analysis. Grammar Anxiety level classification was determined by Logistic Regression Analysis according to the variables of the success level of the course and the number of books read per week. In line with the findings of the study, a significant difference was found in Grammar Anxiety Scale scores in terms of the variable of gender. A significant difference was found between the variables of academic grade point average and grade level. It was determined that the students studying in the first grade had a low academic grade point average and high anxiety in grammar lessons. It was seen that the function average of the students who read three or more books a week was higher than the average of the students who read one or two books and those who did not read at all. These results showed that students who read three or more books a week had lower Grammar Anxiety Scale scores. It was found that the variables of number of books read per week and age together were a predictor of classifying at the level of Grammar Anxiety.

Teacher candidates, grammar anxiety, grade level, age, number of books read.